This paper examines how the discourse of textbooks leaves various impressions upon students regarding our democratic ideals of justice and equality. A qualitative content analysis of five widely sold secondary U.S. history textbooks was conducted. The content areas analyzed were the Japanese American internment during World War II and related issues dealing with the treatment of minorities. The paper argues that schools must develop critically thinking, socially conscientious students willing and capable of extending democratic ideals of equality and social justice to the economic, political, and social arenas. The study concludes that most secondary U.S. history textbooks not only fail to develop but also hinder the development of critical citizenship by presenting a mystified representation of American history and providing inadequate educational tools for the classroom. Developing strategies to encourage critical reflection by students must be the goal of schools. Contains 16 references. (EH)

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